Emerging Technologies for Autonomous Language Learning

Warschauer, Mark; Liaw, Meei‐Ling

doi:10.37237/020302

Cited by 41 publications

(21 citation statements)

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“…Blogs are "up-to-the-minute posts, latest first" (Nardi, Schiano, Gumbrecht & Swartz, 2004, p. 42) electronic journals to record users' written work in Internet communities (Johnson, 2004) in which learners of the same target language can convene together to practise using the language (Chapelle, 2010;Zhytska, 2012) so that their interactive connections could be developed (Top, 2012). Blogs are potential pedagogical alternatives in FL writing classrooms because they effectively develop students' writing ability in a collaborative manner (Normand-Marconnet & Cordella, 2012;Silviyanti & Yusuf, 2014;Warschauer & Liaw, 2011), and they serve as a complementary role to traditional (face-to-face) classrooms for FL education (Normand-Marconnet & Cordella, 2012).…”

Section: The Affordance Of Blogs In Efl Writing Classroomsmentioning

confidence: 99%

“…Consequently, writing blogs develop FL learners' writing competence, increase their writing motivation, and improve their learning autonomy (Sun, 2010). Students are thus able to gain more opportunities to learn FL writing through functioning on this quick and easy operating platform (Warschauer & Liaw, 2011). Lin et al (2014) pointed out that blog writing generated lower levels of anxiety and improved performance among EFL learners.…”

Section: The Affordance Of Blogs In Efl Writing Classroomsmentioning

confidence: 99%

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How Computer Technology Transforms Writing Performance: An Integration of the Process/Genre Approach and Blogs in Efl Writing Courses

Chang

Szanajda

2016

IJ21CE

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This quasi-experimental research examined the effects of the process/genre approach (PGA) with the integration of blogs in EFL university-level students’ writing classrooms. This was a mixed-method study in which the participants’ essays and adopted questionnaires contributed to accumulating quantitative data while the interviews and observations provided qualitative data. The study took place over ten weeks at a university in central Taiwan in which paper-pencil instruction was applied in the control group, while blog instruction was employed for the experimental group. The students’ essays were computed by applying a paired-sample t-test, and the questionnaires were analysed by applying a Wilcoxon signed-rank test to determine whether there were any statistically significant differences in terms of the students’ writing performance and perceptions toward the PGA and blog writing after comparing the results of the pre-test and the post-test. The qualitative data was analysed to provide in-depth evidence to support the quantitative results. After the data analysis was completed, the paired-sample t-test demonstrated that there were significant differences in terms of the students’ writing performance in both groups, which demonstrates how the PGA developed the EFL university students’ writing performance. Because the students had more interactive opportunities to be exposed to the language inputs, this approach facilitated their English writing performance. The Wilcoxon signed-rank test presented that the students revealed positive attitudes toward writing blogs and also positive affections toward blog writing because they had higher levels of satisfaction and lower levels of apprehension when blogging. Moreover, there was a significant difference in terms of the factor of “learning with peers” in the control group since the PGA provided more interactive and communicative opportunities. The students also indicated greater understanding about their writing samples in the experimental group, since they were allowed to refer to the instructional contents on the blogs anytime and anywhere.

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Section: The Affordance Of Blogs In Efl Writing Classroomsmentioning

confidence: 99%

Section: The Affordance Of Blogs In Efl Writing Classroomsmentioning

confidence: 99%

How Computer Technology Transforms Writing Performance: An Integration of the Process/Genre Approach and Blogs in Efl Writing Courses

Chang

Szanajda

2016

IJ21CE

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“…Online technology has been regarded as a robust means to motivate the autonomous learning of foreign and second languages (Warschauer & Liaw, 2011;Brooke, 2013;Liu, 2014). For instance, Liu (2014) stresses that: "a good combination of modern technologies and learner autonomy is a perfect way to learn English" (p. 25).…”

Section: Howmentioning

confidence: 99%

Online peer-tutoring: a renewed impetus for autonomous English learning

Bohórquez¹,

Rodríguez²,

González³

2019

HOW

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Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees' exposure to an online-based peer-tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees' logs, and records of their engagement with the model's internet resources, researchers identified a change in participants' conceptualization of autonomous learning and an impact on their self-directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer-tutoring model favors.

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“…Uma aprendizagem baseada em TIC que permita acesso remoto a materiais incentiva, por natureza, os estudantes a desenvolverem aspetos autónomos, mesmo que integrados numa comunidade de aprendizagem mais vasta (Mason, 2006). Um dos principais papéis que os professores podem desempenhar para estimular a autonomia dos estudantes, quer presencialmente quer online, é recomendando aos estudantes ferramentas e serviços online, e demostrando como determinadas ferramentas podem ser especificamente utilizadas para determinadas tarefas (Warschauer & Liaw, 2011). Aprender recorrendo à tecnologia tornou-se importante, e em contextos de educação está diretamente relacionado com aprender conteúdos para além daqueles que são lecionados nas aulas (Duţă & Martínez-Rivera, 2015).…”

Section: Os Ambientes Virtuais De Aprendizagemunclassified

O papel das TIC no estímulo à autonomia dos estudantes do ensino superior: Visão dos professores

Simões

Faustino

2019

EPAA

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This article reflects on the insights of higher education teachers about the role that information and communication technologies (ICT) can have in enhancing students' autonomy in the teaching and learning process. In order to accomplish this goal, it was necessary to build a theoretical framework that explored the context of higher education under the assumptions of the Bologna process and educative policies, exploring the encouragement to students’ autonomy and the use of ICT in the teaching and learning process. A quantitative exploratory approach was adopted with the purpose of collecting the insights of teachers involved in two courses of the Portuguese public higher education. The data collection was made through the curricular plans and though a survey to the teachers. With this research, we conclude that teachers reveal efforts to enhance students’ autonomy and feel motivated to use ICT in their educational practices. The most frequently mentioned motivations are that ICT facilitates the access to resources and information, innovates their practice, improves the regulation, tutoring and intervention, and in interaction and communication. Teachers also appear to hold positive perceptions on the potential of ICT to support their teaching and learning process, especially the perception of utility and ease of use of ICT.

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Emerging Technologies for Autonomous Language Learning

Cited by 41 publications

References 0 publications

How Computer Technology Transforms Writing Performance: An Integration of the Process/Genre Approach and Blogs in Efl Writing Courses

How Computer Technology Transforms Writing Performance: An Integration of the Process/Genre Approach and Blogs in Efl Writing Courses

Online peer-tutoring: a renewed impetus for autonomous English learning

O papel das TIC no estímulo à autonomia dos estudantes do ensino superior: Visão dos professores

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